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All Journal Indonesian Journal of Integrated English Language Teaching English Instruction Inspiration : Instructional Practices in Language Education
Robi Kurniawan
Universitas islam negeri sultan syarif kasim riau
Religion Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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Assistive Technology in Education: Screen Magnifier Zelly putriani; Robi Kurniawan
Indonesian Journal of Integrated English Language Teaching Vol 2, No 1 (2016): March 2016
Publisher : Universitas Islam Negeri Sultan Syarif Kasim Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (236.203 KB) | DOI: 10.24014/ijielt.v2i1.2368

Abstract

Technology, which basically helps human do things easier, has also emerged in helping learners perform a better learning. This descriptive study explores the screen magnifier as assistive technology in education which is installed in many electronic devices for visual assistance. It also pinpoints how the technology works, characteristics of the students who use the technology, issues of the technologies use in the classroom (including costs). The study indicates that screen magnifier is crucially important for low vision students because most learning activities require a lot of intensive eye sight. Furthermore, the users may find screen magnifier easy to install and to use. Besides that, this study suggests that students also get accommodation besides using Screen Magnifier individually in the classrooms.  
An Error Analysis of Subject-Verb Agreement on Students’ Descriptive Paragraph Writing at Babussalam Junior High School Pekanbaru Robi Kurniawan; Abdul Rahman Firdaus
English Instruction Vol. 3 No. 1 (2020): English Instruction
Publisher : Nalar Global

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Abstract

One of the problems that arises in English learning is the use of grammar. Subject-verb agreement is one of the basic rules in English, and the students still producing errors in producing it, especially in writing paragraphs. This research aimed to analyze errors of subject-verb agreement on students’ descriptive paragraph writing at Babussalam Junior High School Pekanbaru. The specific objective of this research was to know the types of errors and the most frequent type of errors on subject-verb agreement in descriptive paragraph writing made by the students. This research was descriptive qualitative research. The population of this research was the eighth-grade students which consisted of 5 classes. The total population of this research was 130 students. The researcher used Purposive Sampling Technique to take the sample. Thus, the researcher took 27 students as the sample of this research. In collecting the data, the researcher used a writing test to measure students’ error of subject-verb agreement in descriptive paragraph writing. The researcher analyzed the data by classifying the errors into the types of errors based on Surface Strategy Taxonomy by Dulay, Burt, and Krashen and making percentages for each type of errors. Based on the results, it was found that the errors of omission were 85 or 31.3%, the errors of the addition were 31 or 11.4%, the errors of misformation was 154 or 56.6%, and the error of misordering was 2 or 0.7%. Based on the research findings, it can be concluded that misformation is the most frequent type of error on subject-verb agreement in descriptive paragraph writing made by the eighth-grade students at Babussalam Junior High School Pekanbaru.
Learning English informally using online digital tools: The case study of Indonesian EFL learners Robi Kurniawan
English Instruction Vol. 5 No. 1 (2021): English Instruction
Publisher : Nalar Global

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Abstract

The internet has offered numerous opportunities for educational content delivery. The main current delivery models for learning a language online range from more formal structured approaches provided by schools and universities, which typically take place in a Virtual Learning Environment (VLE) or Learning Management System (LMS), to more informal unstructured approaches, including Virtual Worlds like Second Life and Massively Multiplayer Online Role-Playing Games (MMORPGs) like World of Warcraft. The purpose of this study is to analyse the experiences and perceptions of the online digital tools that provide engagement with the English language outside the classroom by the non-linguist students at an Islamic University in Riau province, Indonesia. The study is based on the quantitative and qualitative data collected employing an online questionnaire including Likert-type ratings, multiple-choice questions, and free-text responses to open questions. The questionnaire inquiries about students’ experiences with 17 technologies not related to their classroom activities, how frequently they are used, how helpful the students find them for their language acquisition in general, and how useful they are considered for the development of particular language competencies (writing, reading, speaking, listening, pronunciation, grammar, communicative competence). The results of the survey attest to regular students’ engagement with the English language involving online technologies, which leads to implications for foreign language learners, teachers, and researchers of second language acquisition for incorporating online digital tools for foreign language acquisition beyond the classroom. Being aware of how students engage with technology outside the classroom may facilitate educators in increasing learners’ engagement with the foreign language, provide additional practice, and produce an emotional response, which increases retention of information.
THE CORRELATION BETWEEN MULTIPLE INTELLIGENCES AND LANGUAGE LEARNING STRATEGIES OF THE ELEVENTH-GRADE STUDENTS AT RIAU VOCATIONAL HIGH SCHOOL FOR INTEGRATED AGRICULTURE Robi Kurniawan; Aji Wijaya
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Publisher : Universitas Negeri Islam Sumatera Utara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30829/inspiration.v2i1.14840

Abstract

This research aimed to investigate the preferred Multiple Intelligences (MI) and Language Learning Strategies (LLS) used by the eleventh-grade students of Integrated Agriculture Vocational High School. In addition, the researcher also looked for any relationships of each Multiple Intelligence profiles and different use of Language Learning Strategies. The multiple Intelligences questionnaire by Armstrong (2009) was used to identify the dominant intelligence among the students. While Students Inventory Language Learning Strategies (SILL) by Oxford (1990) was administered to know the students’ used learning strategies. Fifty-five (55) eleventh-grade students were chosen randomly to participate in this study. The result of the descriptive and inferential analysis showed that all of the students could excel in all types of intelligence at high and medium levels, then language learning strategies were mostly used at high and medium levels and rarely used at a low level. While Pearson Product Moment Correlation analysis revealed that each type of multiple intelligence and language learning strategy was having a significant correlation, as well as Linguistic, Logical, and Musical intelligence, which had medium and low correlations to all types of strategies except social strategy. Similarly, Visual intelligence had a medium and low correlation to all different uses of strategy. Yet, Kinesthetic intelligence only correlated to Memory and Compensation Strategy.  Keywords: multiple intelligences, language learning strategies
Co-Authors Abdul Rahman Firdaus Aji Wijaya zelly putriani